21st Century Instructional Guide for Career Technical Education
Electronic Engine Controls
Engineering and Technical
Diesel Equipment Technology
Title:
Electronic Engine Controls (WVEIS 1744)
Standard Number:
ET.S.EEC.1
Electronic Control Modules
Students will:
 demonstrate knowledge of electronic control modules.
 demonstrate knowledge of input sensors.
 demonstrate knowledge of output devices.
Essential
Questions:
Objectives:
ET.O.EEC.1.1
ET.O.EEC.1.2
ET.O.EEC.1.3
ET.O.EEC.1.4
ET.O.EEC.1.5
ET.O.EEC.1.6
ET.O.EEC.1.7
Standard Number
ET.S.EEC.2
Essential
Questions:
Objectives:
ET.O.EEC.2.1
Students will
Learning Plan & Notes to Instructor:
define terms associated with electronic
engine controls.
locate, test, replace, and discribe the
function of input sensors.
locate and decsribe the function of the
electronic control module.
compare and contrast various types of
computer memory.
locate oxygen sensor and explain open and
closed loop operation.
identify the data link connector and explain
its relevence.
locate, test, and explain the function of
various output devices.
Electronic Fuel Injection
Students will demonstrate knowledge of various makes electronic fuel injection systems.
Students will
identify terms common to all makes of
Learning Plan & Notes to Instructor:
1
ET.O.EEC.2.2
ET.O.EEC.2.3
Standard Number:
ET.S.EEC.3
Essential
Questions:
Objectives:
ET.O.EEC.3.1
ET.O.EEC.3.2
ET.O.EEC.3.3
Standard Number:
ET.S.EEC.4
Essential
Questions:
Objectives:
ET.O.EEC.4.1
ET.O.EEC.4.2
ET.O.EEC.4.3
21st Century Skills
electronic fuel injection systems.
compare and contrast various
manufacturers electronic fuel injection
systems.
explain the advantages of electronic fuel
injection over conventional injection.
Electronic Control Testing
Students will demonstrate knowledge of electronic engine controls test equipment.
Students will
Learning Plan & Notes to Instructor:
determine the proper diagnostic tool to be
used for each major engine manufacturer.
demonstrate the ability to use diagnostic
equipment to retrieve, diagnose, and clear
fault codes.
manually retrieve fault codes and perform
electronic diagnostics per workshop
manual.
Student Organization Participation
Students will participate in a local student organization.
Why will participation in a local student organization help me in the drafting industry?
Students will
assess the purpose and goals of student
organizations.
demonstrate leadership skills through
participation in student organization
activities such as meetings, programs,
projects and competitions.
evaluate the benefits and responsibilities
of participation in student, professional
and civic organizations as an adult.
Learning Skills & Technology Tools
Learning Plan & Notes to Instructor:
Encourage formation of a school chapter in local student
organization such as SkillsUSA and/or TSA.
Encourage membership in local student organization
such as SkillsUSA and/or TSA.
Encourage attendance and competition at local, state,
and national SkillsUSA and/or TSA conferences.
Teaching Strategies
Culminating Activity
Evidence of Success
2
Information and
Communication
Skills:
21C.O.912.1.LS1
21C.O.912.1.LS2
21C.O.912.1.LS3
21C.O.912.1.TT1
Student recognizes
information needed for
problem solving, can
efficiently browse, search and
navigate online to access
relevant information,
evaluates information based
on credibility, social,
economic, political and/or
ethical issues, and presents
findings clearly and
persuasively using a range of
technology tools and media.
Student analyzes and
interprets visuals and
recognizes the impact digital
media influences (e.g. design,
technique, and rate of speed)
have on audiences. The
student’s visual products
reflect a sophisticated
understanding of subject,
digital media and design
techniques.
Student creates information
using advanced skills of
analysis, synthesis and
evaluation and shares this
information through a variety
of oral, written and multimedia
communications that target
academic, professional and
technical audiences and
purposes.
Student makes informed
choices among available
3
21C.O.912.1.TT2
21C.O.912.1.TT3
21C.O.912.1.TT4
advanced technology
systems, resources and
services (e.g., global
positioning software, graphing
calculators, personal digital
assistants, web casting,
online collaboration tools) for
completing curriculum
assignments and projects and
for managing and
communicating
personal/professional
information.
Student routinely applies
Students will utilize computer Completed assignments
keyboarding skills,
software on a routine basis
keyboarding shortcut
to complete assignments.
techniques, and mouse skills
with facility, speed and
accuracy.
Student uses advanced
utilities (e.g., zipping or
compressing files, file level
anti-virus scans), converts
files to different formats (e.g.,
.doc, .xls, .mdb, .htm, .pdf)
and saves finished products
to multiple media sources
(e.g., CDRW, DVDR, USB
drives, shared folders, webbased file storage).
Student uses audio, video,
pictures, clip art, moviemaker
programs, webpage design
software, electronic
documents and other files to
collaborate for the creation of
4
21C.O.912.1.TT5
21C.O.912.1.TT6
21C.O.912.1.TT7
21C.O.912.1.TT8
electronic products that
inform multiple audiences
both inside and outside the
school environment.
Student uses advanced
features of word processing
software (e.g., outline, table
of contents, index feature,
draw tool, headers and
footers, track changes,
macros, hyperlinks to other
file formats, etc.).
Student uses advanced
features and utilities of
spreadsheet software, (e.g.,
formulas, filters, pivot tables,
pivot charts, macros,
conditional formatting), to
perform calculations and to
organize, analyze and report
data.
Student uses advanced
features and utilities of
presentation software (e.g.,
slide transitions, master
slides, narrations and timings,
creating web-enabled
presentations, creating a nonlinear presentation) to
communicate ideas to
multiple audiences.
Student uses advanced
features and utilities of
database software (e.g., to
create tables, forms, perform
table relationships, advanced
5
21C.O.912.1.TT9
21C.O.912.1.TT10
21C.O.912.1.TT10
21C.O.912.1.TT11
queries, and simple reports)
to test hypotheses or
research questions and to
report results.
Student uses advanced
telecommunication tools (e.g.,
email, video conferencing,
interactive websites,
newsgroups, video phones,
chats) to create collaborative
projects that are relevant to
real world situations and
contribute to the
communication process
among various groups.
Student implements various
Internet search techniques
(e.g., Boolean searches,
meta-searches, web bots) to
gather information; student
evaluates the information for
validity, appropriateness,
content, bias, currency, and
usefulness.
Student implements various
Internet search techniques
(e.g., Boolean searches,
meta-searches, web bots) to
gather information; student
evaluates the information for
validity, appropriateness,
content, bias, currency, and
usefulness.
Student imports and exports
multiple data formats and
integrates to multiple
6
Thinking and
Reasoning Skills:
21C.O.912.2.LS1
21C.O.912.2.LS2
21C.O.912.2.LS4
21C.O.912.2.TT1
productivity programs (e.g.,
exports comma delimited
files, standard data formats)
and understands
transferability of data among
different programs.
Student engages in a critical
thinking process that supports
synthesis and conducts
evaluation using complex
criteria.
Student draws conclusions
from a variety of data sources
to analyze and interpret
systems.
Student visualizes the
connection between
seemingly unrelated ideas
and independently produces
solutions that are fresh,
unique, original and well
developed. Student shows
capacity for originality,
concentration, commitment to
completion, and persistence
to develop unique and cogent
products.
Student knows how to find
information necessary to
solve advanced problems
related to hardware, software,
networks, and connections
(e.g., by accessing online
help, Internet searches,
technical documentation,
system utilities, and
7
21C.O.912.2.TT2
21C.O.912.2.TT3
21C.O.912.2.TT4
communication with technical
experts).
Student collaborates with
peers, experts, and others to
contribute to a content-related
knowledge base by using
technology to compile,
synthesize, produce, and
disseminate information,
models, and other creative
works.
Student uses multiple
electronic sources of
information and multiple
technology tools and resource
tools (e.g., digital cameras,
graphing calculators, probes,
mp3 players, handheld
devices, other emerging
technologies, simulations,
models, browsers, word
processing, authoring tools,
spreadsheets, databases) to
collaborate with others, to
formulate a hypothesis, to
solve problems, make
decisions, and present and
justify the solutions.
Student uses technology tools
and multiple media sources to
analyze a real-world problem,
design and implement a
process to assess the
information, and chart and
evaluate progress toward the
8
Personal and
Workplace Skills:
21C.O.912.3.LS1
21C.O.912.3.LS2
21C.O.912.3.LS3
21C.O.912.3.LS4
solution.
Student remains composed
and focused, even under
stress, willingly aligns his/her
personal goals to the goals of
others when appropriate,
approaches conflict from winwin perspective, and derives
personal satisfaction from
achieving group goals.
Student independently
considers multiple
perspectives and can
represent a problem in more
than one way, quickly and
calmly changes focus and
goals as the situation
requires, and actively seeks
innovations (e.g. technology)
that will enhance his/her
work.
Student demonstrates
ownership of his/her learning
by setting goals, monitoring
and adjusting performance,
extending learning, using
what he/she has learned to
adapt to new situations, and
displaying perseverance and
commitment to continued
learning.
Student demonstrates ethical
behavior and works
responsibly and
collaboratively with others in
the context of the school and
9
21C.O.912.3.LS5
21C.O.912.3.LS6
21C.O.9-
the larger community, and
he/she demonstrates civic
responsibility through
engagement in public
discourse and participation in
service learning.
Student exhibits positive
leadership through
interpersonal and problemsolving skills that contribute to
achieving the goal. He/she
helps others stay focused,
distributes tasks and
responsibilities effectively,
and monitors group progress
toward the goal without
undermining the efforts of
others.
Student maintains a strong
focus on the larger project
goal and frames appropriate
questions and planning
processes around goal. Prior
to beginning work, student
reflects upon possible
courses of action and their
likely consequences; sets
objectives related to the
larger goal; and establishes
benchmarks for monitoring
progress. While working on
the project, student adjusts
time and resources to allow
for completion of a quality
product.
Student protects software,
Students will participate in
SkillsUSA or TSA and
become a chapter or state
officer or serve as
chairpersons of committees.
Students will work
cooperatively in the
classroom taking leadership
roles.
SkillsUSA or TSA
meeting minutes
Class work
10
12.3.TT1
21C.O.912.3.TT2
hardware and network
resources from viruses,
vandalism, and unauthorized
use and employs proper
techniques to access, use
and shut down technology
equipment.
Student works collaboratively
to acquire information from
electronic resources,
conducts online research, and
evaluates information as to
validity, appropriateness,
usefulness,
comprehensiveness and bias.
11
21C.O.912.3.TT3
21C.O.912.3.TT4
Student evaluates current
trends in information
technology, discusses the
potential social, ethical,
political, and economic impact
of these technologies, and
analyzes the advantages and
disadvantages of widespread
use and reliance on
technology in the workplace
and society.
Student adheres to
Students will sign and
acceptable use policy and
adhere to a school-wide
displays ethical behaviors
acceptable use policy.
related to acceptable use of
information and
communication technology
(e.g., privacy, security,
copyright, file-sharing,
plagiarism); student predicts
the possible cost and effects
of unethical use of technology
(e.g., consumer fraud,
intrusion, spamming, virus
settling, hacking) on culture
and society; student identifies
the methodologies that
individuals and businesses
can employ to protect the
integrity of technology
systems.
Ethical use of technology
12
21C.O.912.3.TT5
21C.O.912.3.TT6
21C.O.912.3.TT7
Student models ethical
behavior relating to security,
privacy, computer etiquette,
passwords and personal
information and demonstrates
an understanding of copyright
by citing sources of
copyrighted materials in
papers, projects and multimedia presentations. Student
advocates for legal and
ethical behaviors among
peers, family, and community
regarding the use of
technology and information.
Student evaluates and
applies technology tools for
research, information
analysis, problem-solving,
content learning, decision
making, and lifelong learning.
Student protects his/her
identity online and in email
and/or websites, limits the
distribution of personal
information/pictures, and
evaluates the authenticity of
emails that solicit personal
information. Student identifies
the methodologies that
individuals and businesses
can employ to protect the
integrity of technology
systems.
Students will sign and
adhere to a school-wide
acceptable use policy.
Ethical use of technology
13
21C.O.912.3.TT8
Student uses technology to
seek strategies and
information to address limits
in their own knowledge.
Learning Skills & Technology Tools
Entrepreneurial
Skills:
Culminating
Assessment:
Student understands the
personal traits/behaviors
associated with successful
entrepreneurial performance.
Teaching Strategies
Culminating Activity
Students take available online quizzes to learn their
entrepreneurial aptitudes
such as:
http://www.bizmove.com/oth
er/quiz.htm
Evidence of Success
Results from self-quizzes
Student understands
Students will utilize computer Completed assignments
concepts and procedures
software and hardware to
needed for basic computer
complete assignments.
operations.
Student understands
Students will interview
Interviews/reports
concepts and strategies
architectural draftspersons to
needed for career exploration, learn how their career paths
development and growth.
developed.
Culminating Assessment:
End of Course Technical Skills Test
Students will participate in TSA’s competitive events: Architectural Model, Computer aided Design 2D,
Architecture and Computer Aided Design Animation, Architecture, Technical Sketching and
Application, Leadership Development Contests: Career Comparisons, Written and Oral Chapter
Team, Extemporaneous Presentation, and Prepared Presentation
Students will participate in SkillsUSA’s competitive events: Architectural Drafting, Leadership
Development Contests: Action Skills, American Spirit, Chapter Business Procedure, Chapter Display,
Community Service, Extemporaneous Speaking, Job Interview, Job skill Demonstration A, Job Skill
Demonstration B, Occupational Health and Safety, Opening and Closing Ceremonies, Outstanding
Chapter, Prepared Speech, Promotional Bulletin Board, and Quiz Bowl
14
Links and Other Resources
Links and Other
Resources:
Related Websites:
Pathways to Success
http://careertech.k12.wv.us/pathwaystosuccess/
U.S. Department of Labor in the 21st Century
http://www.dol.gov/
Advanced Distributed Learning
www.adlnet.org
America's Career InfoNet
www.acinet.org
America's Job Bank
www.ajb.org
America's Service Locator
www.servicelocator.org
CareerOneStop
www.careeronestop.org
Employment & Training Administration
www.doleta.gov
The Job Accommodation Network (JAN)
http://www.jan.wvu.edu
Monthly Labor Review Online: Labor Force Archives
http://www.bls.gov/opub/mlr/indexL.htm#Labor force
Occupational Information Network
www.doleta.gov/programs/onet
15
Office of Disability Employment Policy
www.dol.gov/odep
Career Voyages
http://www.careervoyages.gov/index.cfm
Workforce West Virginia
https://www.workforcewv.org/
West Virginia Earn A Degree Graduate Early (EDGE)
http://www.wvtechprep.wvnet.edu/edge.htm
West Virginia Career and Technical Education
http://careertech.k12.wv.us/
Contacts
Contacts:
CTE Teachers: See CTE Directory
16
Cluster Coordinator: Kathy Gillman, kgillman@access.k12.wv.us
OCTI Assistant Executive Director and EOCTST Coordinator: Donna Burge-Tetrick
OCTI Executive Director: Gene Coulson
17